Recess and after-hours behavior patterns associated with community schoolyard transformations.

backgroundSpending time in nature and physical activity are both linked to better health outcomes for children. School environments provide the potential for multiple interventions to promote healthy behaviors. Transforming these existing public spaces to serve broader activity functions provides opportunities to support healthy child development and to increase nature access for local communities.

methodsOur quasi-experimental design capitalized on a community-engaged schoolyard redesign and redevelopment project completed at two elementary schools in Tacoma, Washington, USA, led by the Trust for Public Land. Renovations included painting paved surfaces, installation of new play structures, adding walking paths and log seating areas, and planting trees. We used a validated momentary time sampling observational tool, the System for Observing Outdoor Play Environments in Neighborhood schools (SOOPEN), before and after for two schools undergoing the transformation and a control school. Moderate-to-vigorous physical activity (MVPA) and within-group behaviors in the schoolyard were observed. We used a difference-in-difference approach to estimate the effect of the schoolyard renovation on behavior during recess, and on community use of the schoolyard outside of school hours.

resultsThe schoolyard transformation was associated with a 1.51-times greater increase (95% CI: 0.95, 2.40) in MVPA during recess at intervention schools compared to the control school, although this association was only statistically significant among groups of boys. After renovation, MVPA was highest in grassy areas at one school (69%), but highest in paved zones with newly painted markings at the other (75%). Renovations were not associated with changes in the prevalence of prosocial behavior during recess, which was high at baseline. The schoolyard transformation was also associated with increased community use outside of school hours, especially for groups of children (5.8-times [95% CI: 1.4, 23.8] greater increase in use over time at renovation schools compared to the control school).

conclusionsSchoolyard transformations have the potential to increase schoolyard use and physical activity both during and outside of school hours, if campuses are open to community use. Additional rigorous research can inform future projects to support the health of school-age children and address inequities in distribution of community greenspaces.